Psychological and Pedagogical Factors Affecting the Preparation of Medical Students for the Unified State Qualification Exam: The Integrated "Krok" Test

Abstract

this article analyzes the psychological and pedagogical factors that influence the preparation of medical students for the Unified State Qualification Exam, specifically the integrated "Krok" test. Based on the conducted research, the key psychological and pedagogical factors that may hinder or enhance students' preparation for this challenge have been identified. The study consisted of two stages: focus group discussions among third- and fourth-year students with different experiences in taking the exam and a large-scale survey that collected data on the impact of emotional state, teaching methods, quality of educational materials, and the level of instructor support on test results. It was found that one of the key negative psychological factors is anxiety caused by the uncertainty of results, as well as fatigue due to heavy academic workloads and chronic stress related to the ongoing war. Students also reported low motivation to study, often driven by these factors. However, identified strategies for overcoming psychological difficulties included self-discipline, peer and instructor support, rest, and engagement in other activities. The analysis of pedagogical aspects of preparation revealed several issues related to the quality of educational materials, including outdated test question databases, incorrect answers in tests, discrepancies between exam content and students' specializations, and insufficient instructor attention to reviewing test questions. Among the suggestions for improving preparation, students emphasized the need to update test question databases, introduce more practical test reviews with explanations of correct answers, create methodological guidelines for preparation, and adjust teaching approaches to better meet students' needs. Another critical aspect of preparation is psychological support, which includes stress resilience training, creating a safe learning environment, and fostering motivation from instructors. The organization of the exam itself is also a significant concern, as uncomfortable testing conditions, technical difficulties, and strict requirements for filling out answer sheets can further increase students' stress levels. The recommendations proposed in this study aim to comprehensively address these challenges by improving educational materials, modifying teaching approaches, providing psychological support, and reviewing the conditions under which the exam is conducted. The obtained results can be used to enhance the preparation of medical students, contributing to their academic success and the development of strong professional motivation.